UMKC RESOURCES: When planning on using Blackboard in a blended course or one that is fully online, Blackboard and UMKC have several ways to assist students with help pertaining to Blackboard issues. The most useful resource is the ? (help) button located at the top of the toolbox in Blackboard. Clicking on the help button takes you to ITS Blackboard Support at http://www.umkc.edu/ia/its/Support/blackboard/index.asp At this site you can find support for both faculty and students. This site provides tutorials and step-by-step directions to do almost anything in Blackboard. Some of us may frequently teach students who may be new to Blackboard. It is always wise to recommend that students go to this site and review the Blackboard Basics and the start here if they have never used Bb. Another great option at this site is the "Contact Us" icon. If all else fails and students or faculty cannot find the answer to a specific issue you may call or e-mail the ITS department and they are very responsive. It is important to let your students know that IT Staff are generally available during work hours only. http://www.umkc.edu/ia/its/Support/blackboard/index.asp is a one-stop shop for online help with any Blackboard question or issue. A search of Youtube.com of Blackboard or Blackboard 9 provided numerous videos and how to use different aspects of Blackboard but most were similar to what was found at the UMKC site and therefore for clarity I believe the UMKC site would be the best reference.
There are numerous resources available to UMKC instructors and students to facilitate the creation and enhancement relevant to online teaching and learning experiences. This article highlights some of the most basic resources available, as there is much to consider in planning for an online course.
Obviously, the primary and most essential tool used for online coursework at UMKC is Blackboard. The best Blackboard resource for both faculty and students is the UMKC Information Access (IA) – Instructional Technology Services (ITS) website. This website can be accessed through the UMKC home page, or through the link below: (http://www.umkc.edu/ia/its/onlinelearning/default.asp). Through this site, students can:
• Learn Blackboard basics • Learn how to operate within Blackboard • View an instructional video regarding Blackboard 9
This website also offers assistance for faculty in these areas:
• Blackboard basics, including a video tour of the course environment • Course customization • Course archiving and copy requests • Communication within Blackboard • Wimba and Tegrity • Copyright laws and policies
Users requiring further assistance can contact the ITS group via e-mail or phone. Though Blackboard has its own website which contains abundant tutorial information, it is best to use the well-designed UMKC website, as versions of Blackboard differ from one institution to another and universities have varying policies and technical restrictions.
Of course, faculty must also determine what course content (e.g. readings, video, audio resources) will be used in their online courses, and the UMKC Library system offers many resources that are readily available to the distance learners and course instructors. While users cannot physically check out a book from the library via the computer, many library resources are available via cyberspace. Thus, the library website (http://library.umkc.edu) has a wealth of information such as: The LibGuide to help with research projects. The website offers a checklist of research steps, from choosing a topic, to properly citing resources. Access to library guides and on-line reference books listed by subject to help students focus their research or further define a topic. • Access to library databases from off campus. • Electronic course reserves (with copyright restrictions) by course and instructor. • “Ask a librarian” service for specific help with library resources. • Help with citing work in various citation styles (ie. MLA). There is also a link to the UMKC Writing Center.
With the popularity of online teaching, instructors find that as they compile materials and links for their online courses, they must address the issue of Copyright/Fair Use law. A presentation on this topic by Kevin Smith (2010), a Duke copyright law specialist, is especially helpful. In his presentation, he addresses evolving legal issues such as knowing when a resource becomes public domain sources, what constitutes fair use in face-to-face vs. on-line courses, and what guidelines are included in the Teach Act. Following, is an example of a document that is valuable to nursing students which also falls under the domain of the Fair Use provision for electronic course content (Smith, 2010). A nursing student might use the enormous National Institute of Health (NIH) website to obtain valuable current and historical medical data relevant to populations across the lifespan. Since it is a federally funded site, it falls under fair use. In contrast, for example, only excerpts of a commercial CD may be used online in order to prevent full versions from being downloaded by class participants.
Finally, examination of the best practices in online teaching is absolutely essential for UMKC instructors preparing to teach online since there are differences between face to face and distance/online education, including the need for increased organization in the online environment, explicit instruction, and increased efforts to stay connected to students. Burrus and colleagues studied the issue of the ideal size for online courses at the graduate and undergraduate levels, but ultimately conclude that an individual approach to ideal class size may be the best recommendation. Good online teaching practices are based on sound theory, and fortunately numerous scholarly articles illustrate just that. Shea and colleagues emphasize the interconnectedness of theory and practice in online teaching. Whether a course is learner centered, knowledge centered, or assessment centered, the same good teaching practices apply, including the communication of high expectations, prompt feedback, and respect for diverse talents. Lewis and Abdul-Hamid interviewed exemplary online faculty to discover best practices. These include introduction exercises, a “café” where students can hang out, group projects, the use of online guest speakers, and clearly articulated grading expectations and rubrics presented very early. One of the best references capturing many suggestions for best practices can be found in the Quality Matters Rubric embedded below:
.
Online coursework is a complex, challenging, rewarding, and quickly evolving feature in contemporary higher education. The features described above represent only the most basic resources UMKC offers online instructors and students.
References
Bransford J, Brown A, Cocking R, Donovan M, Pellegrino J. (2000). How People Learn. National Academic Press.
UMKC Blackboard Help Resources
CLICK HERE FOR TRICKS & TIPS for BLACKBOARDUMKC RESOURCES: When planning on using Blackboard in a blended course or one that is fully online, Blackboard and UMKC have several ways to assist students with help pertaining to Blackboard issues. The most useful resource is the ? (help) button located at the top of the toolbox in Blackboard. Clicking on the help button takes you to ITS Blackboard Support at http://www.umkc.edu/ia/its/Support/blackboard/index.asp
At this site you can find support for both faculty and students. This site provides tutorials and step-by-step directions to do almost anything in Blackboard. Some of us may frequently teach students who may be new to Blackboard. It is always wise to recommend that students go to this site and review the Blackboard Basics and the start here if they have never used Bb.
Another great option at this site is the "Contact Us" icon. If all else fails and students or faculty cannot find the answer to a specific issue you may call or e-mail the ITS department and they are very responsive. It is important to let your students know that IT Staff are generally available during work hours only.
http://www.umkc.edu/ia/its/Support/blackboard/index.asp is a one-stop shop for online help with any Blackboard question or issue. A search of Youtube.com of Blackboard or Blackboard 9 provided numerous videos and how to use different aspects of Blackboard but most were similar to what was found at the UMKC site and therefore for clarity I believe the UMKC site would be the best reference.
There are numerous resources available to UMKC instructors and students to facilitate the creation and enhancement relevant to online teaching and learning experiences. This article highlights some of the most basic resources available, as there is much to consider in planning for an online course.
Obviously, the primary and most essential tool used for online coursework at UMKC is Blackboard. The best Blackboard resource for both faculty and students is the UMKC Information Access (IA) – Instructional Technology Services (ITS) website. This website can be accessed through the UMKC home page, or through the link below: (http://www.umkc.edu/ia/its/onlinelearning/default.asp). Through this site, students can:
• Learn Blackboard basics
• Learn how to operate within Blackboard
• View an instructional video regarding Blackboard 9
This website also offers assistance for faculty in these areas:
• Blackboard basics, including a video tour of the course environment
• Course customization
• Course archiving and copy requests
• Communication within Blackboard
• Wimba and Tegrity
• Copyright laws and policies
Users requiring further assistance can contact the ITS group via e-mail or phone. Though Blackboard has its own website which contains abundant tutorial information, it is best to use the well-designed UMKC website, as versions of Blackboard differ from one institution to another and universities have varying policies and technical restrictions.
Of course, faculty must also determine what course content (e.g. readings, video, audio resources) will be used in their online courses, and the UMKC Library system offers many resources that are readily available to the distance learners and course instructors. While users cannot physically check out a book from the library via the computer, many library resources are available via cyberspace. Thus, the library website (http://library.umkc.edu) has a wealth of information such as:
The LibGuide to help with research projects. The website offers a checklist of research steps, from choosing a topic, to properly citing resources.
Access to library guides and on-line reference books listed by subject to help students focus their research or further define a topic.
• Access to library databases from off campus.
• Electronic course reserves (with copyright restrictions) by course and instructor.
• “Ask a librarian” service for specific help with library resources.
• Help with citing work in various citation styles (ie. MLA). There is also a link to the UMKC Writing Center.
With the popularity of online teaching, instructors find that as they compile materials and links for their online courses, they must address the issue of Copyright/Fair Use law. A presentation on this topic by Kevin Smith (2010), a Duke copyright law specialist, is especially helpful. In his presentation, he addresses evolving legal issues such as knowing when a resource becomes public domain sources, what constitutes fair use in face-to-face vs. on-line courses, and what guidelines are included in the Teach Act. Following, is an example of a document that is valuable to nursing students which also falls under the domain of the Fair Use provision for electronic course content (Smith, 2010). A nursing student might use the enormous National Institute of Health (NIH) website to obtain valuable current and historical medical data relevant to populations across the lifespan. Since it is a federally funded site, it falls under fair use. In contrast, for example, only excerpts of a commercial CD may be used online in order to prevent full versions from being downloaded by class participants.
Finally, examination of the best practices in online teaching is absolutely essential for UMKC instructors preparing to teach online since there are differences between face to face and distance/online education, including the need for increased organization in the online environment, explicit instruction, and increased efforts to stay connected to students. Burrus and colleagues studied the issue of the ideal size for online courses at the graduate and undergraduate levels, but ultimately conclude that an individual approach to ideal class size may be the best recommendation. Good online teaching practices are based on sound theory, and fortunately numerous scholarly articles illustrate just that. Shea and colleagues emphasize the interconnectedness of theory and practice in online teaching. Whether a course is learner centered, knowledge centered, or assessment centered, the same good teaching practices apply, including the communication of high expectations, prompt feedback, and respect for diverse talents. Lewis and Abdul-Hamid interviewed exemplary online faculty to discover best practices. These include introduction exercises, a “café” where students can hang out, group projects, the use of online guest speakers, and clearly articulated grading expectations and rubrics presented very early. One of the best references capturing many suggestions for best practices can be found in the Quality Matters Rubric embedded below:
.
Online coursework is a complex, challenging, rewarding, and quickly evolving feature in contemporary higher education. The features described above represent only the most basic resources UMKC offers online instructors and students.
References
Bransford J, Brown A, Cocking R, Donovan M, Pellegrino J. (2000). How People Learn. National Academic Press.
Burruss N, Billings D, Brownrigg V, Skiba D, Connors H. Class size as related to the use of technology, education practices, and outcomes in web-based nursing courses. J Prof Nurs 2009; 25:33-41. http://www.sciencedirect.com/science?_ob=MImg&_imagekey=B6WKV-4VDT16B-B-3&_cdi=6916&_user=2665639&_pii=S8755722308000951&_origin=search&_coverDate=02%2F28%2F2009&_sk=999749998&view=c&wchp=dGLbVzz-zSkWb&md5=f7c4f59eccf17368dead3b3419ac930b&ie=/sdarticle.pdf
Chickering A, Gamson A. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine, WI: The Johnson Foundation, Inc/.Wingspread.
Garrison D, Anderson T, Archer W. Critical inquiry in a text based environment: Computer Conferencing in Higher Education. The Internet and Higher Education 2000; 2(2-3):1-19.
Lewis CC, Abdul-Hamid H. Implementing effective online teaching practices: Voices of exemplary faculty. Innovative Higher Education 2006; 31(2): 83-98. http://web.ebscohost.com.ezproxy.mnl.umkc.edu/ehost/pdfviewer/pdfviewer?vid=6&hid=13&sid=daefd18a-45fd-45a9-a1fc-ae524a8133a3%40sessionmgr15
National Institutes of Health [NIH] (2010). Blood Pressure and Kidney Disease in African Americans. Retrieved from http://www.nih.gov/researchmatters/september2010/09202010kidney.htm
Shea P, Pickett A, Pelz W. (2003). A follow-up investigation of “teaching presence”. Journal of Asynchronous Learning Networks (JALN) 7(2): 61-80. Retrieved from http://168.144.129.112/Articles/Teaching%20Presence%20in%20the%20SUNY%20Learning%20Network.pdf
Smith, K.L. (2010). Copyright & Fair Use Issues for Teaching. Retrieved from http://info.umkc.edu/facet/2010/10/09/kevin-smiths-copyright-in-the-classroom-presentation-available-for-viewing/
Internet Resources
http://sloanconsortium.org/effective
http://sloanconsortium.org/publications/freedownloads
http://sloanconsortium.org/publications/books/qualityframework.pdf